A Curriculum Framework in Language Arts for High Ability Learners K-8.

Autor/inn/en	Van Tassel-Baska, Joyce; und weitere
Institution	College of William and Mary, Williamsburg, VA. School of Education.; Washington-Warren-Hamilton-Essex Counties Board of Cooperative Educational Services, Hudson Falls, NY. Southern Adirondack Educational Center.
Titel	A Curriculum Framework in Language Arts for High Ability Learners K-8.
Quelle	(1994), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Bibliografie; Curriculum Design; Elementary Education; Evaluation Methods; Gifted; Language Arts; Listening Skills; Multicultural Education; Performance Based Assessment; Reading Instruction; Speech Communication; Speech Skills; State Standards; Student Educational Objectives; Student Evaluation; Teaching Models; Technological Advancement; Thinking Skills; Writing Instruction + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Elementarunterricht; Begabter, Hoch Begabter; Sprachkultur; Multikulturelle Erziehung; Leistungsermittlung; Leseunterricht; Mündliche Leistung; Sprachfertigkeit; Schulnote; Studentische Bewertung; Lehrmodell; Technological development; Technologische Entwicklung; Denkfähigkeit; Schreibunterricht
Abstract	This curriculum framework provides a model for developing appropriate and meaningful language arts curricula for high ability learners in kindergarten through grade 8. It is intended as a guide to making decisions about traditional curricular emphases within the language arts areas of reading, writing, speaking, and listening, as well as nontraditional areas like thinking, multiculturalism, and technology. The curriculum development guide discusses: issues in developing learner outcomes; current language arts learning objectives specified by state guides; learner outcomes in the concept, content, and process dimensions; and interdisciplinary applications through project work. Four goals are presented, each accompanied by learner outcomes and archetypal activities for high ability students in language arts. The goals include: to develop analytical and interpretative skills in literature, to develop persuasive writing skills, to develop linguistic competency, and to develop listening/oral communication skills. Several performance assessment protocols for language arts are provided. An annotated list of 37 exemplary resources for teaching language arts to high ability learners concludes the guide. (JDD)
Anmerkungen	College of William & Mary, School of Education, Center for Gifted Education, 232 Jamestown Rd., Williamsburg, VA 23185 ($10 plus 10% shipping and handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01